You are here:

Using Mobile Makerspaces to Support Classroom-based Augmented Reality (AR): A Scalable Framework for Encouraging Creativity and Innovation

, The University of Texas at El Paso, United States ; , Texas State University, United States

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


A makerspace provides support and resources for the users’ interests and projects pertaining to making things, often involving components like electronics, textiles, and 3D printers (Cohen, Jones, Smith, & Calandra, 2017). Makerspaces have many advantages, but because of their generally non-profit nature, often face issues pertaining to obtaining space and providing access. Mobile makerspace carts can provide a practical model for surpassing many of the space and access issues related to location-based makerspaces (Smith, 2017). Concepts for mobile makerspaces include such options as a STEM cart, an art cart, a video production cart, and a 3D printing cart (Johnson, Witte, Randolph, Smith, & Cragwall, 2016). An as of yet unexamined option for a mobile makerspace cart is the concept of an augmented reality (AR) theme. AR provides interactive digital overlays superimposed on the user’s vision but is different from VR (virtual reality) because the real-world is still visible (Papagiannis, 2017; Youngblut, 2013). This paper provides a framework for employing mobile makerspaces to support the development of classroom-based AR. The aim of the narrative is to provide underpinning for future research continuing this line of inquiry studying the optimal conditions and supports for successfully incorporating AR into K-12 instruction.


Tillman, D. & Smith, S. (2018). Using Mobile Makerspaces to Support Classroom-based Augmented Reality (AR): A Scalable Framework for Encouraging Creativity and Innovation. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 905-908). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from .

View References & Citations Map


  1. Antonioli, M., Blake, C., & Sparks, K. (2014). Augmented reality applications in education. The Journal of Technology Studies, 96-107.
  2. Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Journal of Educational Technology& Society, 17(4), 133-149.
  3. Chou, T., & Chanlin, L. (2014). Location-based learning through augmented reality. Journal of Educational Computing Research, 51(3), 355-368.
  4. Papagiannis, H. (2017). Augmented Human: How Technology is Shaping the New Reality. Boston, MA: O’Reilly Media.
  5. Rogers, E. (2003). Diffusion of Innovations, 5th Edition. NY, NY: The Free Press.
  6. Rogers, Y., Scaife, M., Gabrielli, S., Smith, H., & Harris, E. (2002). A conceptual framework for mixed reality environments: Designing novel learning activities for young children. Presence: Teleoperators & Virtual Environments, 11(6), 677-686.
  7. Smith, S. (2017). Mobile makerspace carts: a practical model to transcend access and space. In M. Mills, & D. Wake (Eds.), Empowering learners with mobile open-access learning initiatives (pp. 58-73). Hershey, PA: IGI Global.
  8. Youngblut, C. (2013). Educational Uses of Virtual Reality Technology (No. IDA-D-2128). Alexandria, VA: Institute for Defense Analysis.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact